In the article, "Don't Segregate My Special Needs Child," Liza Long argues that segregating special needs students from the general student population does more harm in the long term to both types of students. By removing special needs students from the neurotypical student, she contends that this prolongs the stigmata of being different and does not let this students develop the necessary socialization skills that other students learn throughout their school career.
When I first read this article, I immediately agreed with Long's assertions. If students with special needs are kept away from the general population, they will lose valuable social skills that they would otherwise have. This is the same for the neurotypical students; they should have usual interactions with those students with disabilities. This helps in my research by opening my eyes to an important issue in the field of special education. I recently attended a presentation made by the Council for Exceptional Children about the Stop Hurting Kids Campaign. This campaign is working towards stopping seclusion and restraint in schools, initiated by segregation of disabled children. Wells, V. (2013, October 4). Individual learning plans key for kids with special needs. Herald & Review (Decatur, IL). Retrieved November 13, 2014, from http://search.ebscohost.com.uri.idm.oclc.org/login.aspx?direct=true&db=pwh&AN=2W63810256653&site=pov-live
In this article, "Individual learning plans key for kids with special needs," Valerie Wells outlines the basis for special education services for different students and what typically qualifies a student for special education and what does not qualify them. She describes three different students and how their individual learning plans gives them the scaffolding to succeed.
My first reaction to this article is that the process of getting an IEP is more than I thought, but it is definitely worth it. IEPs give students with disabilities the chance to perform well in school. They do not make school easier for the children, but more achievable for them personally. Each plan is completely individualized for the child to maximize their educational potential. IDEA / Special Education. (n.d.). Retrieved November 10, 2014, from http://www.nea.org//home/16348.htm
On the "IDEA / Special Education" page found on National Education Association website, the NEA outlines the position of the teacher union on special education and proposed reforms. The NEA supports full inclusion for all students along with a variety of options for services and placements.
I thought that this source was the best for retrieving general information on this topic. The National Education Foundation website is easy to navigate and has helpful links all around to anything I was wondering. I will use this website primarily to understand my topic in the simplest sense. The information found on this website is credible and unbiased, which is very helpful to my research and understanding of America's special special education system. Etscheidt, S. (2013). “Truly Disabled?” An Analysis of LD Eligibility Issues Under the Individuals With Disabilities Education Act. Journal of Disability Policy Studies, 24(3), 181–192. Retrieved November 13, 2014, from http://dps.sagepub.com.uri.idm.oclc.org/content/24/3/181
In this article, Susan Etscheid overviews the legalities regarding special education and what it means to be disabled in the eyes of the law. She argues about the social construct of being disabled and how that affects the current legal status of special education. She also comments about the influx of special education students being a result of instructional deficiencies and not actual disabilities.
This article gave me a new perspective on the issues in today's education system. More students are receiving disability services than really need to. Etschiedt analyzes the legal side of special education services. This article was helpful to my understanding of the system's imperfections. I will be able to use this information in my report. Jost, K. (2010, April 16). Revising No Child Left Behind. Retrieved November 13, 2014, from http://library.cqpress.com/cqresearcher/cqresrre2010041600
In the article, “Revising No Child Left Behind,” Kenneth Jost outlines the educational policies of George Bush and how Barack Obama plans to change them to remove the more troublesome parts of the law. One such area is the emphasis on standardized testing and the goal of having 100% of students being proficient in reading and math and replacing this with having 100% of students on track to graduate either college-ready or career-ready. He also tackles the issue of how school can handle this proposed requirement with special education students.
This article was another that exposed the imperfections in our special education system. I agree that it is more important that students be on track to graduate and attend college rather than be proficient on standardized testing. This article reminded me of the situation in my school where a girl with special education services, Molly, was not given her diploma because she did not pass the NECAP assessment. Her IEP did not give her any assistance that she needed on this test.
Overall Reaction to Your Research
My research has taught me that America's special education system is more flawed than I had originally thought. With my research, I was able to look deeper into these issues and develop my own opinions on the subject. In my opinion, IEPs are essential to children with disabilities, even if they aren't always the most helpful. I enjoyed learning about America's special education services. I found the general websites more helpful than the articles found on the databases. After this research, I have concluded that I need to look deeper into the basic structure of the system, and how students are currently receiving the help they deserve. I am interested in soon comparing my research to others in my group who had the opportunity to learn about the special education systems in other countries. I wonder which system will be the strongest: America, South Korea, or Finland?
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
After completing this research, I am able to asses what we need to change in Rhode Island. I assume that the special education system in America that I have researched is similar to the one in Rhode Island. On the basis of this assumption, I think that Rhode Island should look into reevaluating the process of receiving and executing IEPs. Students with disabilities deserve the same educational opportunities as those without. I know that my high school, Barrington High School, had a very good special education program. The students with more severe disabilities were integrated into the typical classrooms as much as possible. The students with other disabilities that were more hidden to their peers also received valuable resource time and other helpful services. I would like to see all Rhode Island schools model their special education systems like Barrington.
Author: Baylee DiMarco
Sources
Long, L. (2014, September 2). Don’t Segregate My Special Needs Child. Time. Retrieved November 12, 2014, from http://time.com/3257982/special-needs-children-education/In the article, "Don't Segregate My Special Needs Child," Liza Long argues that segregating special needs students from the general student population does more harm in the long term to both types of students. By removing special needs students from the neurotypical student, she contends that this prolongs the stigmata of being different and does not let this students develop the necessary socialization skills that other students learn throughout their school career.
When I first read this article, I immediately agreed with Long's assertions. If students with special needs are kept away from the general population, they will lose valuable social skills that they would otherwise have. This is the same for the neurotypical students; they should have usual interactions with those students with disabilities. This helps in my research by opening my eyes to an important issue in the field of special education. I recently attended a presentation made by the Council for Exceptional Children about the Stop Hurting Kids Campaign. This campaign is working towards stopping seclusion and restraint in schools, initiated by segregation of disabled children.
Wells, V. (2013, October 4). Individual learning plans key for kids with special needs. Herald & Review (Decatur, IL). Retrieved November 13, 2014, from http://search.ebscohost.com.uri.idm.oclc.org/login.aspx?direct=true&db=pwh&AN=2W63810256653&site=pov-live
In this article, "Individual learning plans key for kids with special needs," Valerie Wells outlines the basis for special education services for different students and what typically qualifies a student for special education and what does not qualify them. She describes three different students and how their individual learning plans gives them the scaffolding to succeed.
My first reaction to this article is that the process of getting an IEP is more than I thought, but it is definitely worth it. IEPs give students with disabilities the chance to perform well in school. They do not make school easier for the children, but more achievable for them personally. Each plan is completely individualized for the child to maximize their educational potential.
IDEA / Special Education. (n.d.). Retrieved November 10, 2014, from http://www.nea.org//home/16348.htm
On the "IDEA / Special Education" page found on National Education Association website, the NEA outlines the position of the teacher union on special education and proposed reforms. The NEA supports full inclusion for all students along with a variety of options for services and placements.
I thought that this source was the best for retrieving general information on this topic. The National Education Foundation website is easy to navigate and has helpful links all around to anything I was wondering. I will use this website primarily to understand my topic in the simplest sense. The information found on this website is credible and unbiased, which is very helpful to my research and understanding of America's special special education system.
Etscheidt, S. (2013). “Truly Disabled?” An Analysis of LD Eligibility Issues Under the Individuals With Disabilities Education Act. Journal of Disability Policy Studies, 24(3), 181–192. Retrieved November 13, 2014, from http://dps.sagepub.com.uri.idm.oclc.org/content/24/3/181
In this article, Susan Etscheid overviews the legalities regarding special education and what it means to be disabled in the eyes of the law. She argues about the social construct of being disabled and how that affects the current legal status of special education. She also comments about the influx of special education students being a result of instructional deficiencies and not actual disabilities.
This article gave me a new perspective on the issues in today's education system. More students are receiving disability services than really need to. Etschiedt analyzes the legal side of special education services. This article was helpful to my understanding of the system's imperfections. I will be able to use this information in my report.
Jost, K. (2010, April 16). Revising No Child Left Behind. Retrieved November 13, 2014, from http://library.cqpress.com/cqresearcher/cqresrre2010041600
In the article, “Revising No Child Left Behind,” Kenneth Jost outlines the educational policies of George Bush and how Barack Obama plans to change them to remove the more troublesome parts of the law. One such area is the emphasis on standardized testing and the goal of having 100% of students being proficient in reading and math and replacing this with having 100% of students on track to graduate either college-ready or career-ready. He also tackles the issue of how school can handle this proposed requirement with special education students.
This article was another that exposed the imperfections in our special education system. I agree that it is more important that students be on track to graduate and attend college rather than be proficient on standardized testing. This article reminded me of the situation in my school where a girl with special education services, Molly, was not given her diploma because she did not pass the NECAP assessment. Her IEP did not give her any assistance that she needed on this test.
Overall Reaction to Your Research
My research has taught me that America's special education system is more flawed than I had originally thought. With my research, I was able to look deeper into these issues and develop my own opinions on the subject. In my opinion, IEPs are essential to children with disabilities, even if they aren't always the most helpful. I enjoyed learning about America's special education services. I found the general websites more helpful than the articles found on the databases. After this research, I have concluded that I need to look deeper into the basic structure of the system, and how students are currently receiving the help they deserve. I am interested in soon comparing my research to others in my group who had the opportunity to learn about the special education systems in other countries. I wonder which system will be the strongest: America, South Korea, or Finland?How does this research help us identify or refine a strategy to improve schools in Rhode Island?
After completing this research, I am able to asses what we need to change in Rhode Island. I assume that the special education system in America that I have researched is similar to the one in Rhode Island. On the basis of this assumption, I think that Rhode Island should look into reevaluating the process of receiving and executing IEPs. Students with disabilities deserve the same educational opportunities as those without. I know that my high school, Barrington High School, had a very good special education program. The students with more severe disabilities were integrated into the typical classrooms as much as possible. The students with other disabilities that were more hidden to their peers also received valuable resource time and other helpful services. I would like to see all Rhode Island schools model their special education systems like Barrington.